The paper on the ANALYSIS OF SCHOOL TEACHERS’
ATTITUDES ON THE IMPORTANCE OF ENVIRONMENTAL
EDUCATION GOALS was presented at the 15th. Simposium Kimia Analisis (SKAM-15) in Bayview Beach Resorts, Penang on September 10-12, 2002
The document outlines the K to 12 Science Curriculum Guide for the Philippines' Department of Education. It describes the conceptual framework for science education, which aims to develop scientific literacy to prepare students to make informed decisions. The curriculum integrates science, technology, and society, and promotes linking science and technology. It envisions developing students who are problem solvers, responsible citizens, informed decision makers, and effective communicators. The curriculum is learner-centered and inquiry-based, presenting concepts with increasing complexity from grades 3 to 10 to facilitate a deeper understanding of core concepts.
This document summarizes research on education for sustainable development (ESD) from various international perspectives. Key findings include: ESD implementation varies between countries and is influenced by socio-political contexts; teacher training and understanding of ESD's holistic nature requiring attention to environmental, social and economic dimensions; and debates around approaches that cultivate individual actions versus societal transformation. Recommendations include improving pre-service training, evaluating curriculum implementation and focusing on critical thinking over solely increasing knowledge.
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
Environmental Awareness among the Students of 10th Class of Chamba Districtpaperpublications3
Abstract: Today’s adolescents are the responsible citizen of tomorrow. Their attitudes, values and awareness are going to affect the future environmental scenario significantly. It is this generation that will be taking future policy decision. It is therefore important to know the concern of these generations with reward to important issues like environmental problems. In the present work and attempt has been made to study the awareness of secondary school students regarding the environment around them. Cause of environmental degradation and about the remedial measures which can be taken to preserve the environment with the help of questionnaire, review of literature reveals that the studies of this nature are very rare. This work, therefore assumes more significance. It will also help in providing suggestions to the planners with the regards to the modifications which are needed in the curriculum. So as, to increase the awareness of the students in those areas where they are less aware or lack awareness.
This document summarizes a case study examining how teachers at a primary and secondary school in Melbourne, Australia incorporate sustainability into their curricula and teaching. Interviews were conducted with 30 teachers to understand their knowledge of sustainability, views on its role in curricula, attitudes towards teaching it, current practices, and resource use. Key findings include that teachers see sustainability as managing resources for future generations and integrating it across subjects, but feel additional support and training is needed. The study aims to help better prepare teachers and students for environmental and social challenges.
This document summarizes a case study conducted by students at Francis Marion University to increase recycling on campus. The students designed an experiment comparing recycling rates in student apartments that received recycling bins only, bins and recycling education, or no bins. Results showed apartments receiving bins recycled significantly more waste over time, diverting about 1/3 of the waste stream from landfills. While education did not statistically increase recycling amounts, the overall waste stream was reduced. Presenting results at conferences provided positive student feedback and recommendations to expand recycling university-wide. Challenges included bin contamination and limited physical plant support. Overall, the study demonstrated students will recycle given the opportunity.
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
The document provides information on the K to 12 Science Curriculum for grades 3 to 10 in the Philippines. It outlines the conceptual framework, which aims to develop scientific literacy to prepare learners to make informed decisions. The curriculum recognizes the role of science and technology in everyday life. It also provides the core learning area standard, key stage standards for different grade levels, and grade-level standards for Kindergarten to Grade 4. The curriculum is learner-centered and inquiry-based, emphasizing the use of evidence and presenting concepts with increasing complexity from grade to grade.
The document outlines the K to 12 Science Curriculum Guide for the Philippines' Department of Education. It describes the conceptual framework for science education, which aims to develop scientific literacy to prepare students to make informed decisions. The curriculum integrates science, technology, and society, and promotes linking science and technology. It envisions developing students who are problem solvers, responsible citizens, informed decision makers, and effective communicators. The curriculum is learner-centered and inquiry-based, presenting concepts with increasing complexity from grades 3 to 10 to facilitate a deeper understanding of core concepts.
This document summarizes research on education for sustainable development (ESD) from various international perspectives. Key findings include: ESD implementation varies between countries and is influenced by socio-political contexts; teacher training and understanding of ESD's holistic nature requiring attention to environmental, social and economic dimensions; and debates around approaches that cultivate individual actions versus societal transformation. Recommendations include improving pre-service training, evaluating curriculum implementation and focusing on critical thinking over solely increasing knowledge.
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
Environmental Awareness among the Students of 10th Class of Chamba Districtpaperpublications3
Abstract: Today’s adolescents are the responsible citizen of tomorrow. Their attitudes, values and awareness are going to affect the future environmental scenario significantly. It is this generation that will be taking future policy decision. It is therefore important to know the concern of these generations with reward to important issues like environmental problems. In the present work and attempt has been made to study the awareness of secondary school students regarding the environment around them. Cause of environmental degradation and about the remedial measures which can be taken to preserve the environment with the help of questionnaire, review of literature reveals that the studies of this nature are very rare. This work, therefore assumes more significance. It will also help in providing suggestions to the planners with the regards to the modifications which are needed in the curriculum. So as, to increase the awareness of the students in those areas where they are less aware or lack awareness.
This document summarizes a case study examining how teachers at a primary and secondary school in Melbourne, Australia incorporate sustainability into their curricula and teaching. Interviews were conducted with 30 teachers to understand their knowledge of sustainability, views on its role in curricula, attitudes towards teaching it, current practices, and resource use. Key findings include that teachers see sustainability as managing resources for future generations and integrating it across subjects, but feel additional support and training is needed. The study aims to help better prepare teachers and students for environmental and social challenges.
This document summarizes a case study conducted by students at Francis Marion University to increase recycling on campus. The students designed an experiment comparing recycling rates in student apartments that received recycling bins only, bins and recycling education, or no bins. Results showed apartments receiving bins recycled significantly more waste over time, diverting about 1/3 of the waste stream from landfills. While education did not statistically increase recycling amounts, the overall waste stream was reduced. Presenting results at conferences provided positive student feedback and recommendations to expand recycling university-wide. Challenges included bin contamination and limited physical plant support. Overall, the study demonstrated students will recycle given the opportunity.
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
The document provides information on the K to 12 Science Curriculum for grades 3 to 10 in the Philippines. It outlines the conceptual framework, which aims to develop scientific literacy to prepare learners to make informed decisions. The curriculum recognizes the role of science and technology in everyday life. It also provides the core learning area standard, key stage standards for different grade levels, and grade-level standards for Kindergarten to Grade 4. The curriculum is learner-centered and inquiry-based, emphasizing the use of evidence and presenting concepts with increasing complexity from grade to grade.
The study investigated how participants of the Rivers to Reefs teacher workshop integrated environmental topics into their classrooms. The researchers interviewed 8 past participants. They found that teachers integrated minimal environmental topics or lessons due to feeling obligated to strictly follow science standards and emphasis on standardized tests. Teachers also had difficulty connecting the coastal workshop experience to their local classrooms. Perceived barriers included lack of time, restrictions on field trips, and teaching outside the traditional classroom. The results suggest workshops need to provide clearer connections between content and classroom instruction to maximize environmental education integration.
This document discusses integrating green chemistry principles into a chemistry teaching methods course for prospective science teachers at the University Sains Malaysia. The goals were to educate future teachers about sustainability issues and influence their environmental values and behaviors. Student teachers participated in green chemistry experiments and assessments found they developed more pro-environmental attitudes and commitments to sustainability actions. The study demonstrated that educational interventions can successfully encourage positive environmental values and skills for participating in sustainability efforts.
Inquiry based learning on climate changeWei Chiao Kuo
This document summarizes a study that examined how participation in a semester-long sociological inquiry project on climate change impacted the scientific and quantitative literacy of STEM students. The study used a quasi-experimental design with a pre-test and post-test to measure changes in students' knowledge, skills, and attitudes. It found that participating in the sociological inquiry project helped STEM students improve their knowledge of scientific principles and statistical processes, hone their research skills, and gain respect for sociology and social science. The study suggests inquiry-based learning integrating social science topics can enhance STEM students' scientific and quantitative literacy.
This document outlines the methodology for a study on provisions and practices for making students aware of climate change. It includes an introduction, purpose, research questions, literature review, theoretical framework, methodology, data collection and analysis, findings, and conclusions. The study uses qualitative methods like interviews with teachers and students at two schools in Bhaktapur, Nepal. Key findings include that climate change education is insufficient in textbooks, teachers lack training, and students' understanding comes primarily from lectures and textbooks. The conclusions state that more information is needed in course materials and teachers require additional support to effectively teach about climate change.
This document outlines the development of teaching materials for the Geodesy Tools for Societal Issues (GETSI) project. It discusses:
1. The goals of developing materials to teach geoscience literacy and quantitative skills through the application of geodesy data to societal issues like climate change and natural hazards.
2. The process of aligning these materials with established frameworks for geoscience literacy, developing learning goals and objectives, designing assessments, and testing the materials through classroom pilots and revisions.
3. The collaboration between GETSI and the Interdisciplinary Teaching of Geoscience consortium to develop open educational resources using their proven model for transforming undergraduate geoscience education.
The K to 12 science curriculum aims to develop scientific literacy and productive members of society. It will provide learners with skills important for work and the knowledge economy. The curriculum covers three domains of learning science: understanding and applying knowledge, performing scientific processes and skills, and developing scientific attitudes and values. It uses approaches like multi/interdisciplinary learning and problem/issue-based learning. The curriculum presents concepts and skills with increasing complexity from grade to grade in a spiral progression.
Environmental Education for all: Ethiopian ContextIJEAB
Today’s environmental challenges urge man to search for possible solution from wider viewpoints. This paper review is persuasive that it stresses relevance of environmental education for all citizens as one of the key tools for stewardship of environmental wellbeing besides policies and actions combating against environmental problems like pollutions and environmental degradation; believing that environmental education can pose positive change in attitude and behavior of society that in turn probably support efforts done towards sustainable development. The paper also attempt to discuss rationale of this review paper, interactions between man and environment, meaning and aims of environmental education, environmental pollution, climate change, pressure on biological diversity, desertification and drought, population growth and resource use, population growth and environment, dimensions and approaches of environmental education. Developing environmental literacy- knowledge, skill, attitude and actions on current environmental challenges particularly like climate change, loss of biodiversity, health problems and suggested solutions of these problems are need commitment to be addressed. Hence, environmentally literate citizens make informed environmentally sound decisions. Further, suitable approach of delivering environmental education, for all learners, in schools or higher institutions probably is generic form.
Science cg with tagged sci equipment revisedMardy Gabot
The document is the K to 12 Science Curriculum Guide published by the Department of Education of the Philippines in August 2016. It lays out the conceptual framework, standards, and learning outcomes for science education from Kindergarten to Grade 12. The goals are to develop scientific literacy, technological skills, and environmentally responsible values to allow students to be productive citizens and make informed decisions. It emphasizes hands-on, inquiry-based learning across disciplines and real-world problem solving to foster understanding and application of core concepts in a spiral progression of complexity.
The aim of this study is to determine the ecological literacy ability of prospective teachers at Sebelas Maret University (UNS). This research was conducted on students at the Faculty of Teacher Training and Education (FKIP) UNS Surakarta. The subjects of the study used two courses that gave the ecology course namely Biology Education Study Program and Geography Education Study Program. Subjects in both Study Programs are devoted who are already or are currently receiving ecological subjects. The number of subjects in two study programs were 98 students. Research subjects were taken by stratified random sampling technique. Qualitative descriptive technique is used to analyze each component of ecological literacy. The results showed that the average value of ecological literacy and the value of each component of the students' ecology literacy is still low. Provision of less than optimal ecology concept to be one factor that causes low ecological literacy of student.
Addressing The Challenges Of Climatic Change Through Environmental Education ...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
This document outlines the development of teaching materials focused on geoscience literacy and societal issues through the use of geodesy data and tools. It discusses:
- The InTeGrate curriculum model which aims to improve geoscience understanding and build workforce skills through contextualized learning.
- The development of open educational resources covering topics like climate change, natural hazards, and resource issues using quantitative geodesy data and skills.
- Guiding principles for the materials including addressing societal challenges, developing interdisciplinary skills, engaging authentic geodesy methods, and improving quantitative/scientific reasoning abilities.
- A process for designing modules that aligns learning goals, objectives, assessments, resources and instructional strategies to
Environmental education aims to develop knowledgeable, skilled, and motivated citizens who can work towards addressing environmental challenges. It seeks to increase awareness, knowledge, skills and participation regarding both environmental issues and their solutions. The goals are to improve environmental quality, create awareness of problems and solutions, and enable people to participate in decision-making. Objectives include developing awareness, knowledge, concernful attitudes, problem-solving skills, and opportunities for involvement in resolving issues.
This document outlines several ways to integrate environmental education into school systems and non-formal education programs. It discusses integrating EE into existing subject areas, having it as a separate subject, and having environmental sciences as a discipline. It provides examples of how EE can be incorporated into various subjects like communication arts, mathematics, science, and values education. The roles of teachers, students, and whole-school responsibilities are also described.
Green Consumerism in Environmental Learning: 7th-grade Students ProEnvironmen...Md. Mehadi Rahman
Science education in the 21st century including biology learning at the level of Junior High School requires a more contextual implementation. Environmental learning topics such as green consumerism is a contextual topic in biology learning. Students must have high Pro-Environmental Behavior (PEB) to participate in protecting the environment. The purpose of this study was to measure the PEB of students at the 7th-grade level. The research method used descriptive with survey data collection techniques. The study was conducted in November-December 2018 at State Junior High School 1 South Tambun, West Java, Indonesia. A total sample of 135 students in 7th grade was selected by simple random sampling. The results showed there were six PEB indicators based on Green Consumerism that were Energy Conservation (86.37), Transportation (56.67), Waste Avoidance (53.04), Daily Consumption (64.44), Recycling (58.89), Social Behavior (60.54). Among the six indicators, only energy conservation was categorized as very high, while the others are categorized as moderate. This study concluded that PEB students must be improved by various models, methods, and media in biology learning.
HOTS Analysis to Develop E-Supplement Book Based on Plant Physiology ResearchMd. Mehadi Rahman
Biology learning, especially the topic of plant physiology, requires Higher Order Thinking Skills (HOTS). This ability needs to be improved with HOTS based teaching materials. The teaching materials, however, have not been developed, especially those in plant physiology topic. Students’ HOTS in biology learning still requires an improvement as HOTS is important for the 21st century. One alternative that can be developed is teaching materials in the form of an E-Supplement Book Based on Plant Physiology Research (ESPPRe). The purpose of this study was to measure students’ HOTS related to the concept of plant physiology as the basis for developing ESPPRe. The method used was descriptive using a survey technique. The instrument used in this study amounted to 10 items distributed using Google form. The results indicated that the scores were categorized as low for all students (40.81) with male students (41.39) and
female students (40.74). This suggested that the HOTS score still needs to be improved and it is necessary to develop ESPPRe in further research. The content on the ESPPRe media that must be developed is related to activities to analyze and criticize problems that have been presented in ESPPRe. Next, students are expected to be able to create solutions and ideas related to these problems. The development of various learning media will make students happier in learning. This is because HOTS-based learning implementation will be varied. This study concludes that the HOTS score is still in the low category and the ESPPRe can be developed in subsequent studies. Suggestion from this research is to be able to implement the book to improve students' abilities to solve problems.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
The effects of collaborative learning on problem solving abilities among seni...Alexander Decker
This study investigated the effects of collaborative learning on problem solving abilities among senior secondary physics students learning about simple harmonic motion (SHM). The study found that:
1) Most physics teachers in the schools studied lacked proper teaching qualifications.
2) Students faced difficulties with SHM problems due to lack of understanding terms, basic math skills, and confidence. They benefited from collaborative learning and computer simulations.
3) Students taught with collaborative learning scored significantly higher on problem solving tests than those taught with traditional methods, showing collaborative learning improved problem solving abilities in SHM.
This document discusses environmental education in Malaysia, specifically in Sabah. It provides definitions and terminology for environmental education. It outlines the goals of environmental education according to UNESCO and a 1977 conference. It describes a study conducted on teachers' attitudes towards environmental education goals in Sabah. The study found that teachers viewed most goals as very important. It concludes that environmental education goals should be revised and training provided to teachers to strengthen skills in investigation, evaluation and taking environmental action.
Action Research And Community Problem Solving Environmental Education In An ...Justin Knight
This article discusses using an action research and community problem-solving (AR&CPS) approach to environmental education at Pistons Middle School in Detroit, Michigan. The key points are:
1) AR&CPS is a model that engages students in identifying an environmental issue in their community, developing a plan to address it, taking action, and evaluating the results in an iterative process. This gives students responsibility over their education and connects learning to real-world problems.
2) Implementing AR&CPS at Pistons Middle School presented challenges as outside facilitators initiated the project. Gaining trust from the school community required immersing oneself in the school and neighborhood contexts.
3)
The document discusses Washington State's specialty endorsement in environmental and sustainability education (ESE). It outlines the endorsement's competencies across content, instructional methodology, and professional areas. The endorsement is designed to enhance teacher preparation and provide opportunities for interdisciplinary, place-based, and project-based learning centered on environmental and sustainability themes. It also explores connections between ESE, Next Generation Science Standards, and student learning.
Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment. As a result, individuals develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions.
The components of environmental education are:PEYA winner and water monitor examining a snake
Awareness and sensitivity to the environment and environmental challenges
Knowledge and understanding of the environment and environmental challenges
Attitudes of concern for the environment and motivation to improve or maintain environmental quality
Skills to identify and help resolve environmental challenges
Participation in activities that lead to the resolution of environmental challenges
Environmental education does not advocate a particular viewpoint or course of action. Rather, environmental education teaches individuals how to weigh various sides of an issue through critical thinking and it enhances their own problem-solving and decision-making skills.
The study investigated how participants of the Rivers to Reefs teacher workshop integrated environmental topics into their classrooms. The researchers interviewed 8 past participants. They found that teachers integrated minimal environmental topics or lessons due to feeling obligated to strictly follow science standards and emphasis on standardized tests. Teachers also had difficulty connecting the coastal workshop experience to their local classrooms. Perceived barriers included lack of time, restrictions on field trips, and teaching outside the traditional classroom. The results suggest workshops need to provide clearer connections between content and classroom instruction to maximize environmental education integration.
This document discusses integrating green chemistry principles into a chemistry teaching methods course for prospective science teachers at the University Sains Malaysia. The goals were to educate future teachers about sustainability issues and influence their environmental values and behaviors. Student teachers participated in green chemistry experiments and assessments found they developed more pro-environmental attitudes and commitments to sustainability actions. The study demonstrated that educational interventions can successfully encourage positive environmental values and skills for participating in sustainability efforts.
Inquiry based learning on climate changeWei Chiao Kuo
This document summarizes a study that examined how participation in a semester-long sociological inquiry project on climate change impacted the scientific and quantitative literacy of STEM students. The study used a quasi-experimental design with a pre-test and post-test to measure changes in students' knowledge, skills, and attitudes. It found that participating in the sociological inquiry project helped STEM students improve their knowledge of scientific principles and statistical processes, hone their research skills, and gain respect for sociology and social science. The study suggests inquiry-based learning integrating social science topics can enhance STEM students' scientific and quantitative literacy.
This document outlines the methodology for a study on provisions and practices for making students aware of climate change. It includes an introduction, purpose, research questions, literature review, theoretical framework, methodology, data collection and analysis, findings, and conclusions. The study uses qualitative methods like interviews with teachers and students at two schools in Bhaktapur, Nepal. Key findings include that climate change education is insufficient in textbooks, teachers lack training, and students' understanding comes primarily from lectures and textbooks. The conclusions state that more information is needed in course materials and teachers require additional support to effectively teach about climate change.
This document outlines the development of teaching materials for the Geodesy Tools for Societal Issues (GETSI) project. It discusses:
1. The goals of developing materials to teach geoscience literacy and quantitative skills through the application of geodesy data to societal issues like climate change and natural hazards.
2. The process of aligning these materials with established frameworks for geoscience literacy, developing learning goals and objectives, designing assessments, and testing the materials through classroom pilots and revisions.
3. The collaboration between GETSI and the Interdisciplinary Teaching of Geoscience consortium to develop open educational resources using their proven model for transforming undergraduate geoscience education.
The K to 12 science curriculum aims to develop scientific literacy and productive members of society. It will provide learners with skills important for work and the knowledge economy. The curriculum covers three domains of learning science: understanding and applying knowledge, performing scientific processes and skills, and developing scientific attitudes and values. It uses approaches like multi/interdisciplinary learning and problem/issue-based learning. The curriculum presents concepts and skills with increasing complexity from grade to grade in a spiral progression.
Environmental Education for all: Ethiopian ContextIJEAB
Today’s environmental challenges urge man to search for possible solution from wider viewpoints. This paper review is persuasive that it stresses relevance of environmental education for all citizens as one of the key tools for stewardship of environmental wellbeing besides policies and actions combating against environmental problems like pollutions and environmental degradation; believing that environmental education can pose positive change in attitude and behavior of society that in turn probably support efforts done towards sustainable development. The paper also attempt to discuss rationale of this review paper, interactions between man and environment, meaning and aims of environmental education, environmental pollution, climate change, pressure on biological diversity, desertification and drought, population growth and resource use, population growth and environment, dimensions and approaches of environmental education. Developing environmental literacy- knowledge, skill, attitude and actions on current environmental challenges particularly like climate change, loss of biodiversity, health problems and suggested solutions of these problems are need commitment to be addressed. Hence, environmentally literate citizens make informed environmentally sound decisions. Further, suitable approach of delivering environmental education, for all learners, in schools or higher institutions probably is generic form.
Science cg with tagged sci equipment revisedMardy Gabot
The document is the K to 12 Science Curriculum Guide published by the Department of Education of the Philippines in August 2016. It lays out the conceptual framework, standards, and learning outcomes for science education from Kindergarten to Grade 12. The goals are to develop scientific literacy, technological skills, and environmentally responsible values to allow students to be productive citizens and make informed decisions. It emphasizes hands-on, inquiry-based learning across disciplines and real-world problem solving to foster understanding and application of core concepts in a spiral progression of complexity.
The aim of this study is to determine the ecological literacy ability of prospective teachers at Sebelas Maret University (UNS). This research was conducted on students at the Faculty of Teacher Training and Education (FKIP) UNS Surakarta. The subjects of the study used two courses that gave the ecology course namely Biology Education Study Program and Geography Education Study Program. Subjects in both Study Programs are devoted who are already or are currently receiving ecological subjects. The number of subjects in two study programs were 98 students. Research subjects were taken by stratified random sampling technique. Qualitative descriptive technique is used to analyze each component of ecological literacy. The results showed that the average value of ecological literacy and the value of each component of the students' ecology literacy is still low. Provision of less than optimal ecology concept to be one factor that causes low ecological literacy of student.
Addressing The Challenges Of Climatic Change Through Environmental Education ...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
This document outlines the development of teaching materials focused on geoscience literacy and societal issues through the use of geodesy data and tools. It discusses:
- The InTeGrate curriculum model which aims to improve geoscience understanding and build workforce skills through contextualized learning.
- The development of open educational resources covering topics like climate change, natural hazards, and resource issues using quantitative geodesy data and skills.
- Guiding principles for the materials including addressing societal challenges, developing interdisciplinary skills, engaging authentic geodesy methods, and improving quantitative/scientific reasoning abilities.
- A process for designing modules that aligns learning goals, objectives, assessments, resources and instructional strategies to
Environmental education aims to develop knowledgeable, skilled, and motivated citizens who can work towards addressing environmental challenges. It seeks to increase awareness, knowledge, skills and participation regarding both environmental issues and their solutions. The goals are to improve environmental quality, create awareness of problems and solutions, and enable people to participate in decision-making. Objectives include developing awareness, knowledge, concernful attitudes, problem-solving skills, and opportunities for involvement in resolving issues.
This document outlines several ways to integrate environmental education into school systems and non-formal education programs. It discusses integrating EE into existing subject areas, having it as a separate subject, and having environmental sciences as a discipline. It provides examples of how EE can be incorporated into various subjects like communication arts, mathematics, science, and values education. The roles of teachers, students, and whole-school responsibilities are also described.
Green Consumerism in Environmental Learning: 7th-grade Students ProEnvironmen...Md. Mehadi Rahman
Science education in the 21st century including biology learning at the level of Junior High School requires a more contextual implementation. Environmental learning topics such as green consumerism is a contextual topic in biology learning. Students must have high Pro-Environmental Behavior (PEB) to participate in protecting the environment. The purpose of this study was to measure the PEB of students at the 7th-grade level. The research method used descriptive with survey data collection techniques. The study was conducted in November-December 2018 at State Junior High School 1 South Tambun, West Java, Indonesia. A total sample of 135 students in 7th grade was selected by simple random sampling. The results showed there were six PEB indicators based on Green Consumerism that were Energy Conservation (86.37), Transportation (56.67), Waste Avoidance (53.04), Daily Consumption (64.44), Recycling (58.89), Social Behavior (60.54). Among the six indicators, only energy conservation was categorized as very high, while the others are categorized as moderate. This study concluded that PEB students must be improved by various models, methods, and media in biology learning.
HOTS Analysis to Develop E-Supplement Book Based on Plant Physiology ResearchMd. Mehadi Rahman
Biology learning, especially the topic of plant physiology, requires Higher Order Thinking Skills (HOTS). This ability needs to be improved with HOTS based teaching materials. The teaching materials, however, have not been developed, especially those in plant physiology topic. Students’ HOTS in biology learning still requires an improvement as HOTS is important for the 21st century. One alternative that can be developed is teaching materials in the form of an E-Supplement Book Based on Plant Physiology Research (ESPPRe). The purpose of this study was to measure students’ HOTS related to the concept of plant physiology as the basis for developing ESPPRe. The method used was descriptive using a survey technique. The instrument used in this study amounted to 10 items distributed using Google form. The results indicated that the scores were categorized as low for all students (40.81) with male students (41.39) and
female students (40.74). This suggested that the HOTS score still needs to be improved and it is necessary to develop ESPPRe in further research. The content on the ESPPRe media that must be developed is related to activities to analyze and criticize problems that have been presented in ESPPRe. Next, students are expected to be able to create solutions and ideas related to these problems. The development of various learning media will make students happier in learning. This is because HOTS-based learning implementation will be varied. This study concludes that the HOTS score is still in the low category and the ESPPRe can be developed in subsequent studies. Suggestion from this research is to be able to implement the book to improve students' abilities to solve problems.
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3)
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The components of environmental education are:PEYA winner and water monitor examining a snake
Awareness and sensitivity to the environment and environmental challenges
Knowledge and understanding of the environment and environmental challenges
Attitudes of concern for the environment and motivation to improve or maintain environmental quality
Skills to identify and help resolve environmental challenges
Participation in activities that lead to the resolution of environmental challenges
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2) Environmental literacy teaches how ecosystems and human activities interact, and empowers citizens to make informed decisions about environmental issues.
3) For citizens to understand complex issues like climate change, water resources, and biodiversity loss, science education must illustrate how carbon, water, and other materials cycle between natural and human systems over various scales of time and space.
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The document is the K to 12 Science Curriculum Guide from the Department of Education of the Philippines. It outlines the conceptual framework and core learning standards for science education from Grades 3 to 12. The goals are to develop scientific literacy, recognize the role of science and technology in society, and prepare students for the modern workforce or further education. The curriculum takes a learner-centered, inquiry-based approach focusing on understanding science concepts, performing scientific processes, and developing scientific attitudes and values.
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Philippines. It outlines the conceptual framework and standards for science education from Grades 3 to 12. The goals are to develop scientific literacy, recognize the role of science and technology in society, and prepare students for the workforce or further education. The curriculum is inquiry-based and focuses on understanding concepts, scientific processes and skills, and attitudes. Content and skills in life sciences, physics, chemistry and earth sciences are presented with increasing complexity at each grade level.
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Over the two-year course, students will study a wide range of ecosystems and environmental issues locally and globally. Topic areas include systems and models, human population growth, conservation, pollution management, and environmental value systems. The course aims to develop students' scientific skills and raise awareness of environmental issues. Students' practical work will be internally assessed based on eight criteria.
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The objectives of environmental education are to develop:
1) Awareness and sensitivity about environmental issues and functions.
2) Knowledge and understanding of natural processes, human impacts, and environmental topics like pollution.
3) Attitudes of care, concern, and respect for the environment and others' opinions.
4) Skills like communication, problem solving, and using information technology to address environmental problems.
5) Ability to evaluate the environment from various perspectives and examine issues.
6) Participation, responsibility, and curiosity to protect and improve the environment.
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The document discusses the development of an interdisciplinary sustainability program at Fairleigh Dickinson University. It describes how the curriculum draws from various disciplines like geology, meteorology, and economics to provide an integrated learning experience for students. Some challenges in developing the program included territoriality between departments and skepticism about climate change. The first courses for the new sustainability program were offered this semester.
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- A discussion of different types of motivation, both intrinsic and extrinsic, and how idols and role models can influence students' goals and career aspirations.
- An overview of the speaker's own career path and experiences in various teaching and research roles in Malaysia and abroad.
- Details on conferences attended both within Malaysia and internationally in countries like Indonesia, Japan, Australia, and Canada.
- The document closes with reminders about finding purpose and motivation in life and work in order to achieve success.
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2. 1-16 2
AN ANALYSIS OF SCHOOL
TEACHERS’
ATTITUDES ON THE IMPORTANCE OF
ENVIRONMENTAL EDUCATION
GOALS
ARBA'AT HASSAN
Yayasan Pendidikan Labuan
Tingkat 16 (A1), Menara Utama
Kompleks Ujana Kewangan, 87000 WP Labuan
Email: arbaat@yahoo.com
3. 1-16 3
INTRODUCTION
►Malaysia achieved independence in 1957
►After independence, Malaysia is developing
aggressively to achieve a status of an industrial
country by the year 2020
►Forests are logged; factories, highways, residential
and shop houses, hydroelectric dams, and other
infrastructures are constructed ▬ everywhere
►Development in education ▬public or/and
private▬ are also progressing at the same pace
4. 1-16 4
TERMINOLOGY
►Environmental education (Alam dan Manusia)
was incorporated in school curriculum in 1982.
►The terms came in many names: Nature Study,
Outdoor Education, Conservation Education,
Environmental Management Education,
Community Education, and so on.
►United Nations Educational, Scientific, and
Cultural Organisation (UNESCO) stated that
this terminology was used as a synonym for each
of the five, singly, or in any combination
5. 1-16 5
DEFINITION
►Cerovsky (1971) defined environmental
education in The Book of Environmental
Education with International Studies as
"...a process of recognising values and clarifying
concepts to develop skills and attitudes necessary
to understand and to appreciate the inter-
relatedness among man, his culture, and his
biophysical surroundings. Environmental
education also entailed practice in decision-
making and self-formulation of a code behaviour
about issues concerning environmental quality"
6. 1-16 6
►These are criteria suggested for good
environmental education (The American
Environmental Education Act (PL 91-516)
(1970):
An interdisciplinary approach, emphasising
nature-human interrelationships
A focus on environmental problems relating
to the community
CRITERIA
7. 1-16 7
Incorporation of informal (as well as formal)
education
Development of conservation ethic (as well as
information programs and resources) outside the
classroom
Involving people of all ages
A participant-centred design that allows
involvement in the choice of issues and the
problem-solving solutions
8. 1-16 8
The Tbilisi Conference (1977) endorsed goals
for environmental education into 5 categories
(UNESCO, 1977):
1. Knowledge: to gain a variety of experience
and basic understanding of the problems
2. Awareness: to acquire an awareness and
sensitivity to environment and its problems
GOALS
9. 1-16 9
3. Attitudes: to acquire a set of values and
feelings of concern to environment, and
motivations for actively participating in
environmental improvement & protection
4. Skills: to acquire skills for identifying and
solving environmental problems
5. Participation: to be actively involved at
all levels in working toward resolution
of environmental problems.
10. 1-16 10
Table A : Environmental Education Goal Levels
(Hungerford & Volk, 1983)
Goal Level I: Knowledge and Ecological Foundation ▬ to
provide sufficient ecological foundation knowledge to permit
students to make ecologically sound decisions with respect to
environment
Goal Level II: Conceptual Awareness of Issues and Values
▬ to develop a conceptual awareness of how actions
influence the quality of life and the quality of the
environment, and how these actions resulted in
environmental issues be resolved through investigation,
evaluation, values clarification, decision-making, and
citizenship action
11. 1-16 11
Goal Level III: Issue Investigation and Evaluation ▬
to develop and equip skills necessary to investigate
environmental issues and evaluate alternative
solutions
Goal Level IV: Environmental Action Skills and
Participation ▬ to equip skills necessary to take
positive environmental action/s for the purpose of
achieving and/or maintaining a dynamic equilibrium
between quality of life, and the quality of
environment.
12. 1-16 12
PURPOSES
The purposes of the environmental education are
to educate students and public to be more
sensitive to what is happening surrounding
them, and
to participate positively in protecting and
maintaining the environment
13. 1-16 13
PURPOSE OF THE STUDY
►Purpose: to investigate the attitudes of school
teachers on the importance of environmental
education goals
SAMPLE & METHOD
►Samples: 180 Grade 6 primary school teachers
►Method: Teachers were randomly selected
14. 1-16 14
►Instrument: Alam dan Manusia Teacher
Questionnaires (ADMTQ) (Arba’at, 1992)
►Original version: Environmental Education
Curriculum Needs Assessment Questionnaire
(EECNAQ) (Volk, 1983)
►Mode: a bilingual version
►Reliability and validity: tested by the
environmental educators in USA and
Malaysia
PROCEDURE
15. 1-16 15
1. Students gain sufficient knowledge of ecology to permit them
to make ecologically sound decisions with respect to both
humans and the environment.
2. Students gain an understanding of the ways in which human
social activities (economics, religion, politics, social customs,
etc.) influence the environment.
3. Students gain an understanding of the ways in which
individual human behaviours impact on the environment.
4. Students gain an understanding of a wide variety of
environmental issues and both the ecological and social
implications of these issues.
5. Students gain an understanding of the various alternative
solutions for solving particular environmental issues in which
the ecological and social implications of the solutions are
considered.
Table B: Environmental Education Goal Statements
16. 1-16 16
6. Students gain an understanding of the roles played by
differing human values in solving environmental issues.
7. Students develop those skills which will enable them to
identify and investigate issues using both primary and
secondary sources of information.
8. Students develop those skills which will enable them to
analyse environmental issues and the associated value
perspectives with respect to their ecological and cultural
implications
9. Students develop those skills which will enable them to
identify alternative solutions for particular issues and to
evaluate those solutions with regard to their ecological and
cultural implications.
10. Students develop those skills which will enable them to
identify and evaluate their own value positions related to
particular issues and to the solutions proposed for those
issues.
17. 1-16 17
11. Students are provided with opportunities to apply, those skills in
investigating and evaluating environmental issues and their
solutions in the following manners:
A. Identify the environmental problem
B. Conduct library search for the topic
C. Write research questions related to the issue
D. Summarise collected secondary information
E. Write letters for information and interview resource people
F. Plan a data collection strategy
G. Develop, pilot test, and revise a survey instrument
H. Collect survey data
1. Organise data into tables, charts, graphs, etc.
J. Interpret findings, conclusions, inferences, & recommendations
K. Produce a final written issue investigation report
L. Present the issue investigation to others
18. 1-16 18
12. Students are provided with opportunities to participate in
the valuing process in order to examine their own values
with respect to both quality of life and quality of the
environment.
13. Students develop those citizenship skills which will enable
them to take appropriate action/s (persuasion,
consumerism, legal action, political action, ecomanagement,
etc.), either individual or group, for the purpose of solving,
partially solving, or assisting in solving particular
environmental issues.
14. Students are provided with opportunities to apply
citizenship skills in making decisions concerning
appropriate environmental action strategies to be used with
respect to particular environmental issues.
15. Students are provided with opportunities to take citizenship
action on one or more environmental issues.
19. 1-16 19
RESULTS
►Respondents were asked to indicate their
perceptions concerning the 15 variables in
Table B
► Likert scale: a five-points scale:
5 = A Complete Extent
4 = A Moderate Extent
3 = A Little Extent
2 = No Extent
1 = Do Not Have Knowledge
20. 1-16 20
►Collected data were analyzed using Statistical
Analysis System (SAS)
►Missing responses & responses “1=Do Not Have
Knowledge” were dropped in computation of χ
and SD
►Reports in frequency counts are shown in Table C
►180 ADMTQ questionnaires distributed, 129 (72%)
were returned
►Findings are shown in Table C and Fig. 1
24. 1-16 24
►Mean responses: “the moderate” (4.27) to
“the complete extent” (4.63)
►Highest means: 12=value clarification
opportunity: 4.63; 2=individual impact: 4.61;
3=cultural impact: 4.54 and 1=ecology concept:
4.54
►Lowest mean: 10=value clarification
opportunity: 4.27
DISCUSSIONS
25. 1-16 25
►The grand mean for goal statement
11=investigation and evaluation processes:
4.32
► 120 (94.57%) respondents indicated sub
goal statement 11A=problem identification
important, said “a complete” or “moderate
extent” with the highest mean: 4.78.
26. 1-16 26
►No responses were made either to “no
extent” or “do not have knowledge.”
►The lowest mean, 3.98, received by sub goal
statement 11G=survey instrument
►The distribution of responses tended
toward higher scale, with 87 (67.44%)
teachers responded to “a complete” or
“moderate extent.” Eleven (8.53%) teachers
indicated “no extent” and two (2.0%) said
they “do not have knowledge.”
27. 1-16 27
►Majority teachers considered goals for
environmental education very important
►Mean responses ranged from "moderate"
(4.27) to “a complete extent," (4.63).
►Highest mean, 4.63, received by goal
statement 12=value clarification opportunity
►Lowest mean, 4.27, received by goal
statement 10=evaluate value position
CONCLUSIONS
28. 1-16 28
►122 (94.57%) respondents said sub goal
statement 11A=problem identification was
important from “a complete” to “moderate
extent,” with highest mean: 4.78.
►87 (67.44%) teachers said sub goal
statement 11G=survey instrument, was
important from “a complete” to “moderate
extent,” with lowest mean, 3.98
29. 1-16 29
RECOMMENDATIONS
3. Conduct regular training, in-service courses,
workshops, seminars, update teachers' skills and
evaluation methods, and develop new teaching and
learning techniques.
1. Revise environmental education goals by Ministry
of Education and Curriculum Dev Centre.
2. Incorporate additional goals into national
curriculum (esp. Level III: Investigation and
Evaluation Level; and Level: IV: Environmental
Action Skills of Training and Application)
30. 1-16 30
4. Replicate same study at all levels to present a
total picture of environmental education needs
and accomplishments.
5. Replace or substitute subject Alam dan Manusia
with a similar subject in the school curriculum to
provide knowledge, awareness, and participation.